PRINCIPLES OF SELECTING AND DESIGNING LISTENING MATERIALS FOR AGRICULTURAL TERMINOLOGY WITHIN A CLIL FRAMEWORK

This article investigates the principles for selecting and designing effective listening materials aimed at mastering agricultural terminology for non-philology students within a Content and Language Integrated Learning (CLIL) context. The research is driven by the need to develop targeted auditory materials that simultaneously enhance subject-specific knowledge and foreign language competence. The study employs a qualitative methodological approach, analyzing theoretical frameworks and best practices in ESP (English for Specific Purposes) and CLIL material design. Key principles identified include authenticity, relevance to curricular content, cognitive and linguistic scaffolding, multi-modal support, and task integration. The article proposes a practical model for material development, emphasizing the alignment of listening tasks with the dual goals of content comprehension and lexical acquisition. The findings are intended to guide educators and material developers in creating pedagogically sound listening resources that facilitate the integration of specialized terminology into the learners’ active competence.